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Qualifications · Teacher Employment Exam: Pedagogy & General Knowledge Lab

Education Reform and Recent Council Reports

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Q1 | Date of the "Reiwa Japanese-style school education" report

When did the Central Council for Education issue the report titled "Toward Building 'Reiwa Japanese-style School Education': Realizing Individually Optimized Learning and Collaborative Learning That Draw Out the Potential of All Children"?

  1. January 2021 (Reiwa 3)
  2. December 2016 (Heisei 28)
  3. January 2019 (Heisei 31)
  4. December 2022 (Reiwa 4)
AnswerA. January 2021 (Reiwa 3)

The answer is January 26, 2021 (CCE Report No. 228). December 2016 is the report behind the current Courses of Study, January 2019 is the work-style reform report, and December 2022 is the report on teacher training, recruitment and professional development.

Q2 | The two kinds of learning in the 2021 report

Which pair of learning approaches did the January 2021 "Reiwa Japanese-style school education" report aim to realize in order to draw out the potential of all children?

  1. Proactive learning and interactive learning
  2. Basic learning and advanced learning
  3. Individually optimized learning and collaborative learning
  4. Systematic learning and experiential learning
AnswerC. Individually optimized learning and collaborative learning

The answer is individually optimized learning and collaborative learning, which is the report's subtitle. "Proactive, interactive and deep learning" is the lesson-improvement phrase in the 2017 Courses of Study, a different pairing. The other pairs are not the report's key terms.

Q3 | Personalization of learning

The January 2021 report divides "individually optimized learning" into "individualization of instruction" and "personalization of learning." Which describes "personalization of learning"?

  1. Providing more focused instruction to children who need support, to make teaching effective
  2. Keeping everyone at the same pace so that all work on the same task at the same speed
  3. Having each child complete learning alone on a device and reducing interaction with others
  4. Giving each child opportunities to work on learning activities and tasks suited to their own interests and concerns
AnswerD. Giving each child opportunities to work on learning activities and tasks suited to their own interests and concerns

The answer is giving opportunities suited to each child's interests; that is personalization of learning. Focused instruction for children who need support is individualization of instruction. Keeping everyone at the same pace runs against the idea. Learning alone with less interaction is the "isolated learning" the report warns against.

Q4 | Avoiding isolated learning

Which statement best matches the caution the January 2021 report gave about individually optimized learning?

  1. Collaborative learning should also be enriched so that it does not turn into "isolated learning"
  2. Learning with devices should be limited to one hour per week
  3. Group learning in classes should end and everything should become individual study
  4. Ability-based class grouping should be made mandatory nationwide
AnswerA. Collaborative learning should also be enriched so that it does not turn into "isolated learning"

The answer is enriching collaborative learning so learning does not become isolated. The report sets no one-hour weekly limit on devices, does not abolish group learning (it calls for enriching both kinds together), and does not mandate ability grouping nationwide.

Q5 | Subject-specialist teaching in elementary school

Which school year did the January 2021 report set as the target for introducing subject-specialist teaching from the upper grades of elementary school?

  1. FY2020 (Reiwa 2)
  2. FY2022 (Reiwa 4)
  3. FY2024 (Reiwa 6)
  4. FY2026 (Reiwa 8)
AnswerB. FY2022 (Reiwa 4)

The answer is FY2022. FY2020 is when the current elementary Courses of Study took full effect, FY2024 is when the August report on securing teachers came out, and FY2026 is when most of the amended Act on Special Measures for Teachers' Salaries (給特法) took effect; none is the target for subject-specialist teaching.

Q6 | Developing knowledge, morality and physical health together

Which feature of "Japanese-style school education," which the January 2021 report says has been highly evaluated abroad, is correct?

  1. Schools handled only academic instruction and left daily-life guidance to families
  2. Promotion to the next grade was decided by national unified tests in each subject
  3. Schools handled both academic instruction and student guidance, developing knowledge, morality and physical health together
  4. Schools had no homeroom classes and children chose lessons freely
AnswerC. Schools handled both academic instruction and student guidance, developing knowledge, morality and physical health together

The answer is that schools handled both instruction and student guidance and developed the whole child. The point is that schools did more than academic teaching. Grade promotion by national tests and schools without homeroom classes are not accurate descriptions of Japanese schools.

Q7 | Key phrase of the December 2022 report

Which phrase expresses what the December 2022 report on training, recruitment and professional development of teachers for "Reiwa Japanese-style school education" aimed to realize?

  1. School as a team
  2. Curriculum open to society
  3. Sustainable school instruction and management system
  4. New way of learning for teachers
AnswerD. New way of learning for teachers

The answer is "new way of learning for teachers," in the report's subtitle. "School as a team" is from the December 2015 report, "curriculum open to society" from the December 2016 report and the 2017 Courses of Study, and "sustainable school instruction and management system" from the title of the January 2019 work-style reform report.

Q8 | Teacher license renewal system

Which statement about the teacher license renewal system is correct?

  1. It was phased out ("developmentally dissolved", 発展的に解消) by the May 2022 amendment to the Education Personnel Certification Act (教育職員免許法), effective July 1 of that year
  2. A 2024 amendment increased renewal course hours and strengthened the system
  3. It was abolished in 2022 but restarted from FY2025
  4. Renewal every ten years remains only for teacher (kyoyu) licenses
AnswerA. It was phased out ("developmentally dissolved", 発展的に解消) by the May 2022 amendment to the Education Personnel Certification Act (教育職員免許法), effective July 1 of that year

The answer is the May 2022 amendment, effective July 1, 2022. There was no later strengthening of renewal courses, no restart, and no renewal kept only for kyoyu licenses. Instead, a system of encouraging training based on training records was introduced.

Q9 | Training records and encouragement

Which describes the system for teacher training presented in the December 2022 report?

  1. A legal minimum of training hours, with licenses revoked for teachers who fall short
  2. Encouraging training through dialogue with school leaders, using each teacher's training records
  3. A ban on training provided by private organizations
  4. Abolishing induction training for new teachers and making all post-hiring training optional
AnswerB. Encouraging training through dialogue with school leaders, using each teacher's training records

The answer is encouragement through dialogue using training records. The report takes a "dialogue and encouragement" approach, not license revocation for missing hours. It does not ban private training or abolish induction training.

Q10 | Order of the reports

Which lists these Central Council for Education reports in the order they were issued? A: comprehensive measures for work-style reform in schools; B: toward building "Reiwa Japanese-style school education"; C: improvement of the Courses of Study and necessary measures; D: comprehensive measures to improve the environment for securing high-quality teachers

  1. A→C→B→D
  2. C→B→A→D
  3. C→A→D→B
  4. C→A→B→D
AnswerD. C→A→B→D

The answer is C (December 2016) → A (January 2019) → B (January 2021) → D (August 2024). The work-style report (A) came after the Courses of Study report (C), and the Reiwa report (B) came before the 2024 report (D), so the other orders are wrong.

Q11 | Purpose of the GIGA School Program

Which is the purpose of the GIGA School Program as described by MEXT?

  1. Abolishing paper textbooks and moving all lessons online
  2. Developing and using one device per student and high-speed, high-capacity networks to realize individually optimized and collaborative learning
  3. Reducing the number of teachers and automating lessons with devices to cut personnel costs
  4. Creating a new subject called programming in elementary schools
AnswerB. Developing and using one device per student and high-speed, high-capacity networks to realize individually optimized and collaborative learning

The answer is using one device per student and high-speed networks to realize individually optimized and collaborative learning. Abolishing paper textbooks, full online teaching and cutting teachers are not its purposes. Programming is not a new subject; in elementary school it is a learning activity carried out within subjects.

Q12 | Start of the GIGA School Program

How did the GIGA School Program begin?

  1. It was set out in a supplementary provision of the 2017 Courses of Study
  2. It was set out by the 2025 amendment to the Act on Special Measures for Teachers' Salaries (給特法)
  3. It began with the FY2019 (Reiwa 1) supplementary budget
  4. An amendment to the School Education Act (学校教育法) required parents to buy devices
AnswerC. It began with the FY2019 (Reiwa 1) supplementary budget

The answer is the FY2019 supplementary budget. It was not set by the Courses of Study, the 2025 amendment concerns teachers' pay and work, and no law requires parents to buy devices.

Q13 | Competencies that form the foundation of learning

Alongside language ability and problem-finding and problem-solving ability, what do the General Provisions of the 2017 elementary and lower secondary Courses of Study list as a "competency that forms the foundation of learning"?

  1. Information literacy (including information ethics)
  2. Communication ability in foreign languages
  3. Motor ability (including physical fitness)
  4. Calculation ability (including mental arithmetic)
AnswerA. Information literacy (including information ethics)

The answer is information literacy (including information ethics), worded the same way for elementary and lower secondary schools. Foreign languages, fitness and calculation are developed in individual subjects and are not among the examples in the General Provisions.

Q14 | Programming experience (elementary school)

Which learning activity does the General Provisions of the 2017 elementary Courses of Study say should be carried out systematically?

  1. Memorizing the grammar of a programming language and checking it on tests
  2. Setting up a one-hour weekly "programming" subject from the middle grades
  3. Teaching children to repair their own devices
  4. Activities in which children experience programming and gain the logical thinking needed to make a computer do what they intend
AnswerD. Activities in which children experience programming and gain the logical thinking needed to make a computer do what they intend

The answer is experiencing programming to build logical thinking. The provisions do not require memorizing language grammar, there is no "programming" subject, and nothing requires children to repair devices.

Q15 | Three categories of work (commuting to and from school)

In the three categories of work in the January 2019 work-style reform report, where does "dealing with students' commuting to and from school" belong?

  1. Teachers' work whose burden can be reduced
  2. Work that should basically be handled by parties other than the school
  3. School work that teachers do not necessarily have to do
  4. Core work that teachers must always do
AnswerB. Work that should basically be handled by parties other than the school

The answer is work that should basically be handled outside the school, together with after-school and nighttime patrols and collecting school fees. Lesson preparation and grading are "teachers' work whose burden can be reduced"; club activities and school cleaning are "school work teachers need not do." "Core work that teachers must always do" is not one of the categories.

Q16 | Three categories of work (club activities)

In the three categories of work in the January 2019 work-style reform report, where do "club activities" belong?

  1. Work that should basically be handled by parties other than the school
  2. Teachers' work whose burden can be reduced
  3. Core work that teachers must always do
  4. School work that teachers do not necessarily have to do
AnswerD. School work that teachers do not necessarily have to do

The answer is school work that teachers need not necessarily do, along with answering surveys, recess supervision and school cleaning. Club activities are school work, so they are not "work for parties other than the school." Lesson preparation and school events are "teachers' work whose burden can be reduced." "Core work that teachers must always do" is not a category.

Q17 | Upper limit of overtime at school

Under the guideline set by the Minister of Education under the 2019 amendment to the Act on Special Measures for Teachers' Salaries (給特法), applied from April 1, 2020, what is the general upper limit on teachers' overtime hours at school?

  1. Within 45 hours a month and 360 hours a year
  2. Within 30 hours a month and 240 hours a year
  3. Within 60 hours a month and 720 hours a year
  4. Within 80 hours a month and 960 hours a year
AnswerA. Within 45 hours a month and 360 hours a year

The answer is 45 hours a month and 360 hours a year. About 30 hours a month is the average target for FY2029 in the December 2024 ministers' agreement, not a limit. 720 hours a year is part of the exception for temporary special circumstances. 80 hours is the average over consecutive months allowed only in special circumstances, not the general limit.

Q18 | Annual variable working-hours system

Which mechanism was created by the 2019 (Reiwa 1) amendment to the Act on Special Measures for Teachers' Salaries (給特法) and took effect on April 1, 2021?

  1. Applying Article 36 overtime agreements under the Labor Standards Act to public school teachers and paying overtime allowances
  2. Abolishing the four overtime categories so principals can order overtime for any work
  3. Allowing local governments to apply an annual variable working-hours system to teachers by ordinance
  4. Abolishing the teacher adjustment allowance and paying by hours spent coaching clubs
AnswerC. Allowing local governments to apply an annual variable working-hours system to teachers by ordinance

The answer is the annual variable working-hours system by local ordinance. The January 2019 report assumed the basic framework of the Act, and this amendment neither applied Article 36 agreements nor abolished the four overtime categories. The teacher adjustment allowance was not abolished; the 2025 amendment raised it.

Q19 | Three pillars of the 2024 report

Which set of three pillars did the August 2024 report on comprehensive measures to improve the environment for securing high-quality teachers say should be pursued together?

  1. Restarting license renewal, unifying teacher exams, and stricter teacher evaluation
  2. Further accelerating work-style reform in schools, strengthening school instruction and management systems, and improving teachers' pay and conditions
  3. Distributing one device per student, mandating digital textbooks, and standardizing online lessons
  4. Making English a subject in elementary school, abolishing club activities, and free high school tuition
AnswerB. Further accelerating work-style reform in schools, strengthening school instruction and management systems, and improving teachers' pay and conditions

The answer is work-style reform, stronger instruction and management systems, and better pay and conditions. License renewal ended in 2022 and the report does not seek to restart it. Devices and digital textbooks are not its pillars, and neither are abolishing clubs or free tuition.

Q20 | Raising the teacher adjustment allowance

How did the June 2025 amendment to the Act on Special Measures for Teachers' Salaries (給特法) and related acts (Act No. 68 of 2025) treat the teacher adjustment allowance?

  1. It abolished the allowance and switched to overtime pay
  2. It kept the allowance at 4% of monthly salary
  3. It raised the allowance from 4% to 20% of monthly salary at once
  4. It decided to raise the allowance step by step from 4% to 10% of monthly salary
AnswerD. It decided to raise the allowance step by step from 4% to 10% of monthly salary

The answer is a step-by-step raise from 4% to 10% (the pay provisions took effect January 1, 2026). The allowance was not abolished or replaced with overtime pay, not kept at 4%, and not raised to 20% at once.

Q21 | Senior teacher (shumu kyoyu)

Which correctly describes the "senior teacher" (主務教諭) position that schools can newly establish under the 2025 amendment to the Act on Special Measures for Teachers' Salaries (給特法) and related acts?

  1. A teacher who educates students and also coordinates comprehensively among staff
  2. A post that assists the principal and manages school affairs as instructed
  3. A support staff member without a teaching license who helps with teachers' clerical work
  4. A post in the board of education that guides and advises schools on curricula
AnswerA. A teacher who educates students and also coordinates comprehensively among staff

The answer is a teacher who educates students and coordinates among staff (effective April 1, 2026). Assisting the principal and managing school affairs is the vice principal, an existing post. Clerical support staff are not senior teachers. Guiding curricula from the board of education is the role of supervisors (指導主事).

Q22 | Full implementation of the current Courses of Study

Which pair correctly gives when the Courses of Study announced in 2017 (Heisei 29) took full effect?

  1. Elementary April 2018, lower secondary April 2019
  2. Elementary April 2021, lower secondary April 2020
  3. Elementary April 2020, lower secondary April 2021
  4. Both elementary and lower secondary April 2022
AnswerC. Elementary April 2020, lower secondary April 2021

The answer is elementary April 1, 2020 and lower secondary April 1, 2021; the notices say "effective April 1, Heisei 32" and "Heisei 33." April 2018 is when the transitional special measures began, not full implementation. Lower secondary did not come before or at the same time as elementary.

Q23 | Date of the consultation on the next Courses of Study

On what date was the consultation "On the Standards for Curricula in Primary and Secondary Education," the starting point for the next Courses of Study, made to the Central Council for Education?

  1. December 25, 2024 (Reiwa 6)
  2. January 26, 2021 (Reiwa 3)
  3. August 27, 2024 (Reiwa 6)
  4. October 8, 2026 (Reiwa 8)
AnswerA. December 25, 2024 (Reiwa 6)

The answer is December 25, 2024. January 26, 2021 is the Reiwa Japanese-style school education report, August 27, 2024 is the report on securing teachers, and October 8, 2026 is the meeting where the revision schedule image was presented, not the consultation date.

Q24 | The consultation and lesson hours

In dealing with the burden of implementing the curriculum, what premise did the December 2024 consultation on curriculum standards set?

  1. Increasing total standard annual lesson hours by at least 10%
  2. Abolishing the Period for Integrated Studies
  3. Not increasing total standard annual lesson hours
  4. Using only digital textbooks in every subject
AnswerC. Not increasing total standard annual lesson hours

The answer is not increasing total standard annual lesson hours. The consultation does not assume more hours. It asks to improve and enrich the Period for Integrated Studies/Inquiry, not abolish it, and asks how digital textbooks should be handled rather than assuming they alone are used.

Q25 | Revision schedule

Which is the outlook shown in the "Schedule for revising the Courses of Study (image)" presented at the Central Council for Education meeting on October 8, 2026?

  1. The report was already issued in FY2024 and the new Courses were announced in FY2025
  2. The report and announcement are planned for FY2030 or later
  3. The Courses will be revised by notice only, with no official announcement
  4. The Council's report is planned for around winter, and the official announcement for the end of the fiscal year
AnswerD. The Council's report is planned for around winter, and the official announcement for the end of the fiscal year

The answer is a report around winter and the official announcement at the end of the fiscal year. As of October 2026 no report on the next Courses had been issued, and nothing was announced in FY2025. The outlook is not FY2030 or later, and the Courses are set by ministerial announcement (告示), not by notice alone.

Q26 | Method of the joint implementation

For the joint implementation of the first-stage teacher recruitment exam starting in 2027 (FY Reiwa 9), which method is the council of local governments discussing?

  1. A "common-question distribution method": common questions made by a third party, with each board of education running its own exam
  2. A "unified exam method": a third-party body handles everything from writing questions to running the exam
  3. A "national exam method": MEXT writes uniform questions and runs the exam at all venues itself
  4. A "unified schedule method": each board writes its own questions as before and only the dates are aligned
AnswerA. A "common-question distribution method": common questions made by a third party, with each board of education running its own exam

The answer is the common-question distribution method; local governments may also adapt the questions and timetable (keeping the core time). The unified exam method, where a third party handles everything, is a different method. MEXT takes part only as an assistant to the secretariat and does not run exams itself. Each board writing its own questions is the situation before joint implementation.

Q27 | General-knowledge exam in the joint implementation

What framework was shown for the "general knowledge and teaching profession exam" (教養試験) in the 2027 joint first-stage exam?

  1. About 60 questions in 90 minutes (about 30 general knowledge + 30 teaching profession)
  2. About 40 questions in 60 minutes (about 10 general knowledge + 30 teaching profession)
  3. About 25 questions in 60 minutes (teaching profession only)
  4. About 50 questions in 120 minutes (about 20 general knowledge + 30 teaching profession), including written answers
AnswerB. About 40 questions in 60 minutes (about 10 general knowledge + 30 teaching profession)

The answer is about 40 questions in 60 minutes (about 10 general + 30 teaching profession), all multiple choice on mark sheets. The July 29, 2026 question policy splits the ~10 general-knowledge questions into about 5 on humanities, social and natural sciences (including current affairs) and about 5 on numerical reasoning, data interpretation and logical reasoning. About 25 questions in 60 minutes is the guide for each subject-specialty exam. The 90-minute and 120-minute written formats were not proposed.

Q28 | Dates of the joint implementation

According to the MEXT document of April 30, 2026, which dates were set for the joint first-stage exam in 2027 (with reserve dates set separately)?

  1. Only Saturday, July 10, 2027
  2. Six dates: the second Saturday of every month from April to September 2027
  3. Three dates: Saturday May 8, Saturday June 12 and Saturday July 10, 2027
  4. Five weekdays in August 2027
AnswerC. Three dates: Saturday May 8, Saturday June 12 and Saturday July 10, 2027

The answer is the three Saturdays May 8, June 12 and July 10, with reserve dates set separately. It is not a single day, monthly dates, or weekdays in August.

Q29 | Difficulty standard for the teaching-profession section

In the question policy published by the council of local governments on July 29, 2026, what was set as the difficulty standard for the teaching-profession (教職教養) section of the joint exam?

  1. The general knowledge exam of senior-level local civil service exams
  2. The Common Test for University Admissions
  3. MEXT model questions (subject specialty)
  4. The "Subjects and Teaching Profession (I)" section of the Teacher Qualification Certification Exam (教員資格認定試験)
AnswerD. The "Subjects and Teaching Profession (I)" section of the Teacher Qualification Certification Exam (教員資格認定試験)

The answer is the "Subjects and Teaching Profession (I)" section of the Teacher Qualification Certification Exam. Senior-level local civil service exams are the standard for general knowledge, and MEXT model questions are the standard for subject-specialty exams. The university Common Test is not a standard.

Q30 | Aims of the joint implementation

Which is an effect of joint implementation of the first-stage exam listed in the MEXT document?

  1. The second stage can be abolished and hiring decided by written exams alone
  2. Less work writing questions, allowing careful, character-focused selection in the second stage
  3. People without teaching licenses can be hired without a first-stage exam
  4. All prefectures and designated cities can hold the second stage on the same day
AnswerB. Less work writing questions, allowing careful, character-focused selection in the second stage

The answer is less question-writing work, allowing careful, character-focused second-stage selection; the document also lists better question quality. Abolishing the second stage is not listed, licenses are unrelated, and second-stage dates differ by local government.

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